MADISON

FAGA | CLASSROOM ACTIVITY PLAN C

SCI 385 | WARTBURG COLLEGE

Maddy Faga & Lydia
Candidate: Date: 12/15 Subject(s): Science
Smith
School: Waverly-Shell Rock Grade Level: 3rd Student #: 21
Cooperating Teacher:
Lesson Title: Building an Eggs-Ray Viewer
Standard(s):

3-LS1-1 From molecules to Organisms: Structures and Processes

NGSS: Develop models to describe that organisms have unique and diverse life cycles but all have in
common birth, growth, reproduction, and death

‘
Third grade students will be able to understand the different stages of a chick’s
Objective (cognitive):
life while in the egg with 100% accuracy.
Third grade students will be able to value the development of a chick by

(affective): writing a 3 paragraph write-up on how their development relates and differs
compared to another organisms with 97% accuracy.
Third grade students will be able to build their own candler to observe their
(psychomotor):
eggs based off of simple directions with 100% accuracy.
Book(s) or Supported Reading(s):
- Modeled: Hurry, Hurry by Eve Bunting.

Materials & Supplies LISTED:
- Cardboard
- Flashlights
- Duct tape
- Scissors
- Eggs
- Projector (if available)

Anticipatory Set/ Enticement (Pre-reading & Prerequisite Skills): [10 minutes]
- Begin lesson by reading Hurry, Hurry by Eve Bunting.
- Pose questions:
o How does a chick develop?
o What happens inside of the egg?
o How can we see what happens inside of an egg?

C CLASSROOM ACTIVITY PLAN | MADISON FAGA
SCI 385 | WARTBURG COLLEGE

Modeling/ Explanation (I can): [15-20 minutes]
- Review the four stages of a chick’s development
- Demonstrate the concept of a candler and how to create one
- Ask students to raise their hands and wait for assistance if they do not
understand
- Since inquiry, allow students to explore and see what succeeds and fails

Guided Practice/ Engagement & Exploration (We can): [15 minutes]
- Go over safety instructions
- Divide students into groups of 4-5
- Provide students with the supplies they will need to make the candler
- Students can use their technology and resources to research candlers and
how others create them

Independent Practice/ Elaboration (You can): [20 minutes]
- Turn students loose; they will work together in groups
- Once built, students will examine their eggs
- Examinations will happen every day and students will be asked to sketch
what they see
- Overtime, they will compare their sketches and add them to a timeline
Closure: Once the chicks are hatched and the sketches are complete, they will put
together their timelines (with color and dates included)
Assessment/ Evaluation [30 mins]
- Students will be assessed through a 15 point test over the stages of a chick’s
development and pass with 87%
Enrichment/ Extension
- Have advanced students use their iPads as a resource to find ways that
chicken and ostrich eggs and their development compare and contrast
Modification/ Differentiation:
- For students who may not be able to handle eggs due to their disabilities,
there will be a model representation that they can handle and interact
with. They will also be allowed to interact with the actual eggs, but be
hands-off.

 MADISON FAGA | CLASSROOM ACTIVITY PLAN C
SCI 385 | WARTBURG COLLEGE

Natures of Science:
- World View: students will be able to fully grasp the understanding of a
chicken egg and will be able to compare it to other eggs
- Inquiry: the students will be given an overarching question that they will
need to investigate in order to understand the different stages of an egg
life cycle
- Enterprise: students are creating a timeline as well as a candler in order
to see the inside of an egg during the growth process

Reflection
The overall goal of this lesson was for the students to get an understanding of what chicks
go through in development and what the stages look like. The cognitive, affective, and
psychomotor objectives are as follows:
-Third grade students will be able to understand the different stages of a chick’s life
while in the egg with 100% accuracy.
- Third grade students will be able to value the development of a chick by writing a 3
paragraph write-up on how their development relates and differs compared to another
organisms with 97% accuracy.
- Third grade students will be able to build their own candler to observe their eggs
based off of simple directions with 100% accuracy.
Lydia and I believed creating this lesson to be inquiry-based would encourage the students
to be hands-on and engaged. With this strategy, their learning will enhance and they will have fun
while learning about the stages. Also, having students in groups will allow them to bounce ideas
off of each other to think more critically and inquiry based with each other.
Overall, I feel the lesson progresses fairly smoothly. Once again, the students will be hands-
on and in groups with discussion based on inquiry, so their independence plays a big role in it. As
the lesson progressed, so did their independence and creativity. Since we did not have a formal
“class assistance” day for our lesson, there are no changes to discuss. However, Lydia and I were
allowed to talk more and decided on what changes we believed should be made to improve our
lesson as a whole. Our collaboration together came easy and made for effective and reflective
changes.
This lesson plan is based around eggs, which relates heavily to agriculture and is also a
large topic in our class. Since our guest speaker on Ag Day had presented, we have covered and
discussed the importance thoroughly. So, this egg lesson plays right into it. Also, the bulletin board
that was created by myself, Lydia, and Sharon was centered on agriculture and how to incorporate
it into the classroom, so my understanding and connections between this lesson and this course
are well established. Overall, I enjoy this lesson and how hands-on and engaged it gets the
students.
On the next page are contents from a pdf where Lydia and I found ideas for our lesson.

C CLASSROOM ACTIVITY PLAN | MADISON FAGA
SCI 385 | WARTBURG COLLEGE

 MADISON FAGA | CLASSROOM ACTIVITY PLAN C
SCI 385 | WARTBURG COLLEGE